Sophomore English:
How do individuals respond to social expectations?
Create a 3-5 minute ethnographic documentary about how individuals in the community have behaved in the face of social expectations. In a team of 3 [or 4] people:
· Select three community members spanning different generations –
one between 18-29
one between 30-49
one 50+
[one additional interview from any of the three groups]
· Contact the chosen individuals and provide a copy of the questions with release at least one day PRIOR to your interview (time to digest the questions and feel prepared with a response). Select a location based on chances for privacy, natural lighting, and good sound quality (no echoing large rooms, regular interruptions, buzzing electronics, or hissing forced air). Schedule a 15-20 minute block of time at a mutually-agreed upon time and place.
· All groups will have provided time during class Thursday 12/2 to make appointments for the first interview. Each class will rotate use of cameras outside class time; Red 1 from 12/2 through 12/6; Red 3 from 12/6 through 12/10; Red 4 from 12/10 through 12/14. After that, cameras will be available on a first-come, first-served basis. It is your responsibility to return all equipment charged and ready for the next group. You are welcome to use personal cameras as well.
· Collect signed release prior to interview start and use this form as question guide.
· One person takes responsibility for filming while the other asks the following questions:
1. What social groups are you or have you been a part of?
2. Choose one group. What expectations does that group have of you?
3. Describe a specific time where you either changed your behavior to meet these expectations or found yourself in conflict with these expectations. What was the result?
4. Any additional questions (provide ahead of time if possible) given knowledge of individual subject
5. Follow-up questions as dictated by careful listening to their responses to questions 1-4
· Shoot additional footage (“B-roll”) to establish context of the person in their environment, especially as it relates to the content of their response. Take yourself or search out still photos of relevant people/places/situations which could serve as “cutaways” to create more dynamic viewing. Remember to document all sources of information and credit appropriately in the credits!
· Based on information gathered, choose content to include in final cut, decide upon organizational strategies (create clear narrative story which will lead the viewer through the material) and artistic styles (font for titles, soundtrack, transitions).
GRADING RUBRIC – ROUGH FOOTAGE (Process grade)
10 points Completion of three [four] separate interviews with appropriately aged subjects
10 points Contains all three required questions + one quality follow-up per interview subject
10 points Includes B-Roll (or still images) for use as cut-away
10 points Footage is successfully logged and captured on or before deadline
10 points Total footage is at least 30 minutes of serious sit-down interview
GRADING RUBRIC – FINAL CUT (Final assessment grade)
Original Thinking
· Shows evidence of careful editing to enhance communication of information
· Splices together excerpted dialogue from longer interview to tell best story
Support, Details, and Evidence
· Uses B-Roll footage or still images to establish context/deepen meaning
· Video is between 3-5 minutes long
Organization and Clarity
· Addresses jump-cuts, changes in sound quality, interviewee disfluencies for polished product
· Video creates clear narrative story which leads the viewer through the material
Grading: A Work surpasses some/all criteria, demonstrates superior thoughtfulness
B Work capably meets all criteria
C Work meets some of the criteria
D/F Criteria has not been met
DUE DATES:
Red 1: Interviews completed, logged and captured by class time by 12/6; complete edited film by 1/12
Red 2: Interviews completed, logged and captured by class time 12/10; complete edited film by 1/12
Red 4: Interviews completed, logged and captured by class time by 12/14; complete edited film by 1/12
FOR ALL GROUPS: films completed for viewing in class 12/22 will receive substantial extra credit. The remainder of films will be shown in class 1/12 for class discussion.
Tips from previous students
· Take every interview seriously – you don’t know when they’ll say something interesting
· Do your best to get the best possible lighting situation
· Listen to the room before filming to identify any distracting sounds that could be eliminated
· Tripod is best for sit-down interview
· Make sure your shot isn’t crooked
· Make sure interviewee is not looking straight at camera – arrange for a comfortable angle
· Make sure interviewee puts context of question in their answer
· LISTEN LISTEN LISTEN for opportunities to ask follow-up questions
· Avoid zooming if possible
· Immediately after the sit-down interview, shoot B-roll of whatever the person was talking about, or film them in an activity relevant to their information immediately after the sit-down interview
· Label all tapes
Sophomore English:
How do individuals respond to social expectations?
Thank you for agreeing to be filmed for an ethnographic documentary. During the 10-20 minute sit-down interview, we will ask the following questions, as well as follow-up questions depending on the stories you share; please consider your answers prior to the interview. Your answers will guide this process; take the liberty to answer in ways that make you comfortable sharing honestly with our filming crew.
1. What social groups are you or have you been a part of? (Consider different groups of people you interact with within the week as well as groups you may have been a part of at earlier times in your life. Work, family, friends, town, athletics, political, church, hobbies…past as well as present)
2. Choose one group. What cultural expectations does that group have of you? (Consider how you are supposed to behave, dress, eat, talk, spend, think….)
3. Describe a specific time where you changed your behavior to meet these expectations or found yourself in conflict with these expectations.
4. ______
Authorization to Reproduce Physical Likeness and to Use Talent
and Services Release
I agree and consent that the CHRHS Sophomore English group may use any motion picture, video, still photo, or voice recordings taken of or provided by me during the 2009-2010 academic year or any reproduction thereof, in any form, style, or color, together with any writing and/or other advertising and/or publicity material in connection therewith, including the use of my name as they may select.
I understand that my talents and/or services and any related advertising and publicity are to be used in connection with the project: CHRHS English documentary “Individuals respond to social expectations”.
This consent is given by me without limitations upon any use for projection, playback, reprints, rerun, broadcast, telecast, or publication of every kind, including publicity and advertising connected therewith. I also agree that the originals and copies therefrom shall be and remain the exclusive property of CHRHS or its nominees and assigns.
I am between the ages of 18-29 ______between 30-49 ______50 or older ______
Signature: ______
Print Name: ______
Phone number: ______
Date: ______
Witnessed by: ______
Please return to production crew upon date of arranged interview. Thank you.
GRADING RUBRIC – FINAL CUT (Final assessment grade)
Original Thinking
· Shows evidence of careful editing to enhance communication of information
· Splices together excerpted dialogue from longer interview to tell best story
Support, Details, and Evidence
· Uses B-Roll footage or still images to establish context/deepen meaning
· Video is between 3-5 minutes long
Organization and Clarity
· Addresses jump-cuts, changes in sound quality, interviewee disfluencies for polished product
· Video creates clear narrative story which leads the viewer through the material
Grading: A Work surpasses some/all criteria, demonstrates superior thoughtfulness
B Work capably meets all criteria
C Work meets some of the criteria
D/F Criteria has not been met
GRADING RUBRIC – FINAL CUT (Final assessment grade)
Original Thinking
· Shows evidence of careful editing to enhance communication of information
· Splices together excerpted dialogue from longer interview to tell best story
Support, Details, and Evidence
· Uses B-Roll footage or still images to establish context/deepen meaning
· Video is between 3-5 minutes long
Organization and Clarity
· Addresses jump-cuts, changes in sound quality, interviewee disfluencies for polished product
· Video creates clear narrative story which leads the viewer through the material
Grading: A Work surpasses some/all criteria, demonstrates superior thoughtfulness
B Work capably meets all criteria
C Work meets some of the criteria
D/F Criteria has not been met
GRADING RUBRIC – FINAL CUT (Final assessment grade)
Original Thinking
· Shows evidence of careful editing to enhance communication of information
· Splices together excerpted dialogue from longer interview to tell best story
Support, Details, and Evidence
· Uses B-Roll footage or still images to establish context/deepen meaning
· Video is between 3-5 minutes long
Organization and Clarity
· Addresses jump-cuts, changes in sound quality, interviewee disfluencies for polished product
· Video creates clear narrative story which leads the viewer through the material
Grading: A Work surpasses some/all criteria, demonstrates superior thoughtfulness
B Work capably meets all criteria
C Work meets some of the criteria
D/F Criteria has not been met